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Additional Resource - Example Behavior Intervention Plan for Work Refusal

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Additional Resource - Example Behavior Intervention Plan for Work Refusal

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This is a template for a behavior intervention plan for a student who is demonstrating work refusal. First, there is a list of specific work-refusal behaviors to choose from that should be targeted. Next, there are options for specific behavioral objectives. This behavior intervention plan allows teachers to address work refusal using a variety of preventative strategies, strategies for teaching alternative behaviors, positive reinforcements, consequences, and connections to the student's home and family. I can see this behavior intervention plan being a positive first step for setting clear goals and establishing specific strategies for addressing the student's behaviors.

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1. Determine the function (purpose) of the behavior.
2. Relate lesson content to students' lives and experiences within their communities.
3. Offer students choices for their learning.
4. Incorporate student-centered learning that encourages autonomy and independence.
5. Avoid talking about learning and intelligence as something that is inherent/fixed.
6. Build positive relationships with your students.
7. Offer incentives and positive reinforcement.
8. Teach social skills and encourage peers to hold one another accountable.
9. Make learning expectations and purposes clear.
10. Differentiate assignments to meet students' varying needs.

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This article focuses on common work-avoidance goals for students. It also studies the psychological components of these goals. Behaviorally, work refusal was associated with effort-minimization strategies, off-task behaviors, and discussing incompetence/lack of understanding. These work refusal behaviors were also associated with feelings of laziness, boredom, and anger. Cognitively, students who were demonstrating work refusal were clearly not engaged with the content. Finally, this study also suggested that teaching social skills and social motivation could be beneficial when working with students who are refusing to work.

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Article 1: Examining the Structure, Antecedents, and Consequences of Work Avoidance

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Article 1: Examining the Structure, Antecedents, and Consequences of Work Avoidance

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This article studies the structure, antecedents, and consequences of work avoidance/refusal behavior. The study found that the common structure of work refusal behaviors involves avoiding putting in effort, avoiding challenging tasks, or doing the minimum necessary to "get by." In terms of antecedents, the study found that students with fixed views of intelligence were more likely to demonstrate work refusal than students with dynamic views of intelligence. Relationships with parents, teachers, and peers were also major factors. The study also found that consequences of work refusal often include low life-satisfaction and overall negative affect. By understanding the different factors that contribute to work refusal, educators can adapt and adjust their instructional strategies to meet these students' needs.

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This video discusses addressing work refusal by determining the function of the behavior. This is something that makes sense to me as a special educator; the same behavior can occur for a wide variety of reasons. The strategy for addressing this behavior (work refusal) may vary depending on the student. Students may refuse to do work because of boredom, fears or anxieties, or skill deficits. They could also find the teacher attention that results from this behavior rewarding. This video outlines these different functions of behavior, and shows that we can adjust our teaching strategies accordingly to engage the students.

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Zoom into Behavior: Work Refusal & Task Avoidance

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Session four of a six part series on behavior management in schools.

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This video highlights how to engage students and combat potential work refusal. She explains that her programs encourage student agency and independence. They make sure that the content is meaningful and matters to the students; students need to be able to relate the content to their own lives. She also says that offering student choice increases the likelihood that students will participate. I have found all of this to be true within my own placement.

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Kathleen Cushman describes how High Tech High engages students in meaningful projects that lead to deeper learning. Kathleen provides an overview of her own research before analyzing how students are motivated to engage in real-world projects. Finally, Kathleen connects the projects to the CCSS.